Richard Stockton College of New Jersey Bringing Theory to Practice Survey of Faculty N=33. How often do faculty:

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18 Open ended questions Please briefly describe other ways you change or innovate to improve your teaching. I try to keep current with the scholarship in the area of the course I adopt new textbooks; I incorporate new technology; I pick and experiment in using new in-class projects (simulations, role plays, group work). I am often look for and experiment with different forms of delivery using online material, video textbooks and other materials to supplement in-class learning. Once each semester I take students to New York Galleries and to professional conferences. try different examples, different exercises for students, find interesting media etc. Use new technology I have students submit work online and grade via track changes and inserted comments, allowing me to keep digital copies of all of their work and track progress (particularly in writing development) over the term. I also try to incorporate field trips and historic sites when possible (I have scheduled at least three such trips over the past four years and hope to do so again this coming year). Regularly adjust Blackboard requirements for internships and field placements. Give extra credit and other encouragements to get students to attend/participate in related outside lectures/activities. I like to bring in guest speakers, or have students attend out of class events: readings, performances, lectures. Some are related to literature, others to issues in the world or community that can relevant to issues within literary texts we are reading.

19 I ask students to come up with ideas for how they want to show what they've learned in the class, Developing screencasts. The screencasts are supplemental to the lecture. Theya are recorded outside of class. In the screencasts I show how to do example problems using Excel or QM for Windows. I stay in touch with the other faculty who teach the other sections to make sure that I am covering the same material. I have been reading about and incorporating more group work in and out of class. I am working to reduce my reliance on "chalk and talk" (lecturing), and substitute more active learning components. I am also incorporating more student presentations of key material, so that they take responsibility for teaching each other. Use of new internet technology for teaching. For example using Google Earth to teach Geography and the natural environment. Using mid-semester feedback, I alter my course to suit the preferences of the current class, not just the preferences of the classes that came before them. I keep up with the cutting-edge of pedagogically helpful technology and implement it when appropriate. I design new writing topics/modalities all the time. Few courses of mine have not been significantly changed in the last five years. each year, I reflect upon the course and change the aspects of the course that the students seemed to have difficulty grasping. Try to refine my learning outcomes and state them as clearly as possible in alignment with the work of the course. My experience as a working professional, as well as an adjunct for over the last 7 years, is that many tenure faculty insulate themselves in the environment and don't connect with their students, or other faculty that well. Incorporate local events into coursework for students. Please identify additional factors that impact your willingness to revise or re-envision your courses or teaching methods. I am a tenured full professor. I do not do any research during the academic year. If I were untenured, or looking for promotion, my answer to questions 2a would be different. I have set a strong research/writing/publication agenda for myself, and this obviously affects how much time I can devote to teaching, but I would not have it any other way. I do not think scholarship and teaching are an either/or proposition, though time given to one means less time for the other. I think both are essential to be good practitioners in our fields. I find that good teaching limits research and service not the other way around. I will always strive for excellence in teaching, but that (sometimes) translates into less excellence in other components of my job and family life. I sometimes think I spend too much time revising my courses and not enough on research. My family tells me I should stop assigning new books. If I'm financially rewarded for these efforts. I find that the time I need to devote to my teaching limits the amount of time I can dedicate to

20 research. The most important factor is our heavy teaching load of 12 credits per semester (3 courses). Also, I have a variety of preps between my program and general studies responsibilities. This is more of an obstacle that the balance between teaching and other life activities. I could devote much more time to each course if we had a 2-3 or 2-2 schedule. Too much paperwork. Especially to do something outside of the classroom, e.g. run field trips. Lead time to process paperwork doesn't allow use of impromptu activities. For example a coastal storm. I am skeptical of methods that are meritorious in intent, but are impractical in my specific field. I am hesitant to employ methods which sacrifice breadth of material for depth in far fewer areas of study. I am much more willing to revise my teaching methods when they have been show to be effective on the types of classes I teach as well as on students of the average caliber I see in my classes. the time that i devote to TEACHING limits my research. I revise and re-envision my courses too frequently. As a consequence I am fairly innovative, but my research suffers greatly.

21 Which of the following types of incentives or rewards does your institution offer to promote innovation or excellence in teaching? Mark all that apply: The administration does not much care about teaching. They are distant from the faculty, as we are from them. Technology Academy, Funds for travel/professional development The college has no respect for the amount of time teaching takes. As a result, something always suffers, a choice always must be made: teaching or research. Please describe other rewards that would influence your decision to revise or re-envision your teaching practices. The only motivation I require is the belief that re-envisioning or revising my teaching practices would be significantly beneficial to my students. The only reward I desire is improved outcomes from my students as a result of my efforts. The idea of offering incentives for doing such things invokes change for the sake of the reward, even if the change is unnecessary or even counterproductive. The administration is too top-heavy already. Another office would further impede our ability to perform. If you answered that you would like it to be higher or lower, why would you like this percentage to be different? What most prevents or discourages you from increasing/decreasing this percentage? To be frank, I am a junior scholar trying to finish her first history book. I am happy to consider writing about teaching once this is finished, but there is no substitute for a scholarly contribution within my field first--i need to establish my academic credibility before I begin considering my pedagogical credibility in publication. In other words, know what you teach before you expound on how you teach it. There aren't really any barriers. This is just an area that I haven't done much with due to my other priorities. Once you are known in an area, you get invited to do more in that area and it is sometimes hard to make a name in a new area. The only impediment to incorporating scholarship into teaching is the inability to complete scholarship. The school doesn't understand what it wants to be. Of late, in an effort to become 'better/competitive,' scholarship requirements were raised. This is fine, but the level of support is

22 so low it's in the converse. What stockton doesn't understand is that for things to grow, the institution must be brave enough to let go, not to stifle. It holds onto power like a jealous child. The institution attempts to squeeze blood from the faculty stone and is willing to begin many initiatives but unwilling to accept that initiatives require support. Unless it's about hiring more staff to support the administration. Then the administration understands entirely how to support its professionals. There seems to be a subtle, but discernible preference for scholarship that is more theoretical than applied. 9. If you could change one aspect of the tenure review process, what would it be? That scholarship not be defined quite so narrowly The expectation that untenured people should have no life. That is, to get tenure you must meet silly research expectations (i.e. publish work that has little real value to anyone, to meet a criteria that does not recognize the amount of time most faculty devote to teaching and service, hence how little time there is for real research of real value); really fine teaching and extraordinary service are not commensurately rewarded.. I would add a greater emphasis on the willingness of faculty to work as a team (within the program or the school as a whole) to provide the best result for the students. Great scholars or even teachers that cannot work with their colleagues, are poor partners in the process of developing the curriculum as a whole. More support for beginning researchers I would have a more consistent approach to scholarship--in addition to research and publication-- across the institution. Use a different student evaluation process. I find the IDEA evaluations to be confusing for both student and professor. Less reliance on qualitative measures of teacher success (we use the IDEA instrument); more focus on faculty narratives, qualitative measures, with more discussion/agreement as to what constitutes excellence in teaching across disciplines. Only full professors should vote on it. Have standards in writing that quantify the amount of publications, level of student evaluations, number of committees. There could be ranges for what's considered minimum to what's considered excellent as some faculty are stronger in teaching, research, or service. Give weightings for what the evaluation criteria will be ie. research is X percent, teaching is X percent. Also tell what percent is peer evaluation and student evaluation for teaching. Tell what percent is peer reviewed publications, conference proceedings, and presentations for research. Clearly identify what activities constitute teaching research and service. For example is research about a teaching innovation considered research, teaching, or both? Greater consideration of teaching and research that benefits the local community. I believe that there should be more transparency in how decisions are passed along and finalized after they go through the faculty review committee. I also believe that the administration and the faculty review committee should be given the option to interview the candidate up for review should they wish for more information or clarification on any part of their file. More than three years for the tenure run. This isn't high school. I would love to see some way to account for the amount of time faculty spend outside the

23 classroom mentoring students. Longer tenure clock, especially for disciplines that require book length publications. 14. What did we miss about what most affects you as a faculty member in higher education today? Please add any additional comments or clarifications. The social/political context of higher ed affects me as a faculty member. (1) The degree to which education has become a commodity--and the degree to which higher ed seems willing to allow students to think of themselves as consumers, makes me question the value of teaching/higher ed. (2) It is impossible not to be disturbed by the failure of state govts (my own, others) to value and support pubic higher ed. (3) It is hard not to see attention to the "marketing" of education (through accreditation activities and outcomes assessment activities) as a huge imposition and waste of time. I do not know why faculty have passively resisted outcomes assessment instead of standing up and saying "we think this is silly and b.s. and we will not waste any more time on it." I feel that I could be more effective if there were fewer bureaucratic responsibilities and a slightly lower teaching load. general misunderstanding of and disrespect for teachers Sexism, ageism, the feeling my views are not sought or appreciated anymore. I now focus solely on the classroom and my own research since I can control that and both give me great satisfaction. Feelings about colleagues and the administration. The most difficult part of this job isn't doing research or teaching, it is dealing with the staff and faculty at the school. Many of the faculty members are self-centered and extremely resistant to any type of change. Many of the staff members will not lift a finger above and beyond what is written in their union contracts. The result is that it is very difficult to accomplish anything productive or innovative at the college. Lack of time to interact with other faculty members. The net sum responsibilities expected of faculty. Faculty are expected to spend 50% of their time on research, 75% of it on teaching, 25% on service to the school, and 25% of it in advising and working with students. Payment on the ten month contract is extremely stressful, and administration tends to point to 'summers off' as a perk. It's extremely difficult to get through the summer with no pay, and the 'time off' is a mad race to get all the scholarship done that you have absolutely no time to complete during the year. The administration wants to see stockton as a business. We will always be a thoroughly mediocre, common institution as long as we buy into the modern trends. We have an opportunity to be special, but we keep squandering it to be "the same." Finally, the administration, and I've heard this said out loud at meetings, believes that teaching takes very little time, despite copious research that proves irrefutably that it takes a great deal of time, even if the course is a repeated course. nothing What most affects me, really causes the most stress, is encountering college level students who read at a 5th grade level due to poor preparation in the K-12 system. I think you went a bit overboard on the personal questions; nearly had me quit the survey. Are

24 you for real?

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